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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
An essential guide for today's over-scheduled teachers Teaching is a tough job, period. With so much pressure and so many competing demands, it can be easy to fall apart, or to get lost in the daily grind. The Together Teacher: Plan Ahead, Get Organized, and Save Time! is a practical resource that shows teachers how to get it together, to be effective and have a life! Author and educator Maia Heyck-Merlin reveals the life-hacks and habits of Together Teachers, from smart time management hacks to sanity-saving tech. The end goal is always strong outcomes for their students. In this book, you'll discover the concrete steps you can take to achieve greater stability and success in your classroom and in your life. This edition adds sections on efficient lesson planning, grading, and data analysis processes, balance and self-care, juggling teaching with other responsibilities like leading a grade level, managing family communications, and new online resources. The workbook contains all-new rubrics, practice sections, and reflection questions to help you dig in to the content and get your days running like clockwork. * Learn pro tips and tools to help you organize and optimize your lesson planning, instruction, and classroom environment * Save time and energy by using tech wisely, enlisting students in keeping the classroom tidy, communicating efficiently with families, and more * Get engaged--with 75 pages of all-new workbook content, exclusive online extras, and real-world "Day-in-the-Life" teacher profiles, you'll be ready to tackle any challenge * Learn efficient grading and data analysis processes * Understand how to balance teaching with other school responsibilities, such as leading a grade level * Discover the hacks and habits that good teachers are using to improve instructional quality and have a life outside of school! Perfect for early-career K-12 teachers as well as specialists (social workers, music teachers, etc.), The Together Teacher, Second Edition includes access to exclusive online extras, including videos and much more.
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Seitenzahl: 417
Veröffentlichungsjahr: 2021
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Table of Contents
Cover
Praise for
The Together Teacher
Title Page
Copyright
Dedication
Foreword
Introduction
PLANNING, ORGANIZATION, AND EFFICIENCY MATTER EVEN MORE FOR TEACHERS
WHAT DO I MEAN BY “TOGETHER?”
WHY THIS MATTERS TO ME
HOW THIS BOOK IS ARRANGED
HOW TO USE THIS BOOK
PART 1: Together Your Time
CHAPTER 1: Create an Ideal Week—And Build in That Self‐Care!
COMPONENTS OF A GREAT TOGETHER TEACHER SYSTEM
DESIGN YOUR IDEAL WEEK
BUILD YOUR OWN IDEAL WEEK
LET'S TOSS IN SOME SELF‐CARE AND STRESS MANAGEMENT
SELF‐CARE AND STRESS MANAGEMENT PLAN EXAMPLES
LET'S GET STARTED
CHAPTER 2: A Week's Worth of Readiness: Create a Weekly Worksheet
SETTING THE SCENE
A CLOSER LOOK: WHAT IS A WEEKLY WORKSHEET?
WEEKLY WORKSHEET EXAMPLES
SELECT YOUR WEEKLY WORKSHEET TOOL
TURBO TOGETHERNESS
MAINTENANCE MOVES
Together Tour: Cassidy Cruz
CHAPTER 3: No More Missed Deadlines: Make a Comprehensive Calendar
SETTING THE SCENE
THE MULTIPLE‐CALENDAR DILEMMA
THE COMPREHENSIVE CALENDAR: WHAT IS IT?
TOGETHER TEACHERS' COMPREHENSIVE CALENDARS
PICK YOUR TOOL: WHERE WILL YOU KEEP YOUR COMPREHENSIVE CALENDAR?
BUILD YOUR OWN COMPREHENSIVE CALENDAR
KEEP YOUR COMPREHENSIVE CALENDAR MOVING
TURBO TOGETHERNESS
MAINTENANCE MOVES
CHAPTER 4: Corral the Long‐Term To‐Dos: Create Your Later List
SETTING THE SCENE
THE LATER LIST: WHAT IS IT?
TOGETHER TEACHER LATER LIST EXAMPLES
ASSEMBLE THE TO‐DOS: BUILD YOUR LATER LIST
SELECT YOUR LATER LIST TOOL
KEEP THAT LATER LIST FED AND HAPPY
CARRY YOUR LATER LIST
TURBO TOGETHERNESS
MAINTENANCE MOVES
Together Tour: Laura Burrow
CHAPTER 5: Never Forget! Get on the Thought Catchers
SETTING THE SCENE
WHAT IS A THOUGHT CATCHER EXACTLY?
TOGETHER TEACHER THOUGHT CATCHER EXAMPLES
BRAINSTORM YOUR OWN THOUGHT CATCHERS
PICK YOUR THOUGHT CATCHER TOOL
REVIEW YOUR THOUGHT CATCHERS REGULARLY
TURBO TOGETHERNESS
MAINTENANCE MOVES
CHAPTER 6: Create Routines to Support Togetherness: Meet with Yourself
SETTING THE SCENE
BUILD YOUR MEETING WITH MYSELF CHECKLIST
TOGETHER TEACHER MEETING WITH MYSELF EXAMPLE CHECKLISTS
LOGISTICS OF MEETING WITH YOURSELF : YOUR WHEN, WHERE, AND WHAT TO BRING
WHEN, WHERE, AND WHAT TO BRING TO YOUR MEETING WITH MYSELF
DAILY ROUTINES : MAKING THE MOST OF OPENING AND CLOSING THE DAY
TURBO TOGETHERNESS
MAINTENANCE MOVES
PART 2: Together Your Space, Stuff, and Students
CHAPTER 7: Tidy and Together Up Your Teacher Workspace
SETTING THE SCENE
TOGETHER UP THAT WORKSPACE
TOGETHER TRANSPORT: MOVING MATERIALS BETWEEN SPACES
CONTAIN THE INSTRUCTIONAL CHAOS. MEAN, MATERIALS
FINDING WHAT YOU NEED WHEN YOU NEED IT
CARRY IT WITH YOU
TURBO TOGETHERNESS
MAINTENANCE MOVES
Together Tour: Angela Mu
CHAPTER 8: The Inbox, the Texts, the Messages: Tame the Communications Chaos
SETTING THE SCENE
SET UP FOR SUCCESS
ESTABLISH COMMUNICATIONS ROUTINES OR … STOP CHECKING CONSTANTLY!
CREATE SCHOOLWIDE COMMUNICATION AGREEMENTS
WRITE TO BE HEARD, OR STOP SENDING OPEN‐ENDED EMAILS!
EMAIL: USE IT, DON'T ABUSE IT!
TURBO TOGETHERNESS
MAINTENANCE MOVES
CHAPTER 9: Papers, Supplies, and Assignments: Support Student Togetherness
SETTING THE SCENE
DISPLAYING CLASS SCHEDULES AND SYLLABI
TOGETHER STUDENT TOOLS CREATED BY SCHOOLS
TOGETHER STUDENT TOOLS CREATED BY STUDENTS AND FAMILIES
SUPPORT STUDENT SPACE SET‐UP
TEACHING STUDENTS TOGETHERNESS
TURBO TOGETHERNESS
MAINTENANCE MOVES
PART 3: Together Your Teaching
CHAPTER 10: Plan, Plan, and Plan Some More: Make Lesson Planning Efficient!
SETTING THE SCENE
TOGETHER TEACHERS' LONG‐TERM PLANNING EXAMPLES
WHAT IS THE ACTUAL WORK OF LESSON PLANNING?
MATERIALS NEEDED FOR LESSON PLANNING
DETERMINE DAY AND TIME TO PLAN
WHERE SHOULD I LESSON PLAN?
TURBO TOGETHERNESS
MAINTENANCE MOVES
Together Tour: Eric Nielsen
CHAPTER 11: Grading, Assessing, and More!
SETTING THE SCENE
DETERMINE WHAT YOU ARE GRADING AND WHY
DETERMINE HOW YOU COLLECT STUDENT WORK
GETTING EFFICIENT WITH THE ACTUAL GRADING
KEEPING UP WITH STUDENT PROGRESS
WHEN AND WHERE ARE YOU GRADING?
WHEN AND HOW AM I SHARING THE DATA WITH STUDENTS AND FAMILIES?
TURBO TOGETHERNESS
MAINTENANCE MOVES
PART 4: Together Your Team
CHAPTER 12: Join ’Em and Lead ’Em: Make the Most of Meetings
SETTING THE SCENE
CREATE THE MEETING AGENDA
STAYING TOGETHER
DURING
THE MEETING
NOTE‐TAKING DURING MEETINGS
STORE AND RETRIEVE YOUR MEETING NOTES
TURBO TOGETHERNESS
MAINTENANCE MOVES
Together Tour: Veronica Urbanik
CHAPTER 13: Events, Projects, and Parties: Project Plan Your Way to Success!
SETTING THE SCENE
DETERMINE A SUCCESSFUL OUTCOME
BUILD OUT YOUR BUCKETS
CREATE A PROJECT PLAN
BRING ON THE TEAM
WORK THE PLAN
THE BIG DAY—OR NIGHT?
CELEBRATION AND CLOSEOUT
TURBO TOGETHERNESS
MAINTENANCE MOVES
Conclusion: Why the World Needs Together Teachers
RETURN TO YOUR TOGETHERNESS INTENTION
TEST YOUR SYSTEM: CAN IT SURVIVE UNDER PRESSURE?
REMEMBER, TOGETHERNESS IS A JOURNEY
HOW TO USE THIS BOOK AS A SCHOOL STAFF
WHY TEACHERS NEED TOGETHERNESS
Acknowledgments
About the Authors
MAIA HEYCK‐MERLIN
MARIN SMITH
MAGGIE G. SORBY
Index
End User License Agreement
List of Tables
Chapter 4
Table 4.1 Later List Tool Options
List of Illustrations
Chapter 1
Figure 1.1 MaryKate's Ideal Week
Figure 1.2 Kate's Ideal Week
Figure 1.3 Ideal Week Template
Figure 1.4 Marin's Self‐Care Planning Template
Figure 1.5 Self‐Care Plan Example
Figure 1.6 Self‐Care Plan Example
Chapter 2
Figure 2.1 Anna's Weekly Worksheet
Figure 2.2 Sam's Weekly Worksheet
Figure 2.3 Sam's Weekly Worksheet – With Quick Hits!
Figure 2.4 Meghan's Weekly Worksheet: Before & After
Figure 2.5 Drew's Weekly Worksheet
Figure 2.6 Katie's Weekly Worksheet
Figure 2.7 Angela's Weekly Worksheet
Figure 2.8 Laura's Weekly Worksheet
Chapter 3
Figure 3.1 Chineka's Planner‐Based Calendar
Figure 3.2 Anna's Comprehensive Calendar
Figure 3.3 Brendan's Comprehensive Calendar
Figure 3.4 Gilbert's Digital Calendar
Figure 3.5 Emily's Digital Calendar
Chapter 4
Figure 4.1 Later List Template
Figure 4.2 Later List with Classroom Library To‐Do
Figure 4.3 Planner‐Based Later List
Figure 4.4 Planner‐Based Later List—with Post‐its!
Figure 4.5 Cloi's Later List
Figure 4.6 Later List in Google Keep
Chapter 5
Figure 5.1 Thought Catchers Template
Figure 5.2 Kate's Thought Catchers
Figure 5.3 Nilda's Thought Catchers
Figure 5.4 Jeff's Thought Catchers
Figure 5.5 Anna's Thought Catcher
Figure 5.6 Nilda's Thought Catchers for the Writing Team
Figure 5.7 Darci's Thought Catchers
Chapter 6
Figure 6.1 Public Prep Meeting with Myself Example
Figure 6.2 Anna's End of Week Self‐Meeting
Figure 6.3 Cloi's Weekly Meeting Agenda
Figure 6.4 Cloi's Opening and Closing Routines
Figure 6.5 George's Planning Routines
Chapter 7
Figure 7.1 Teacher Desk at Valence College Prep
Figure 7.2 Greta's Teaching Station
Figure 7.3 Example Inbox
Figure 7.4 Hanging Inbox at Valence College Prep
Figure 7.5 Mobile Cart at Valence College Prep
Figure 7.6 Meghan's Instructional Crate
Figure 7.7 Laura's Electronic Folders
Figure 7.8 Meghan's Google Drive
Figure 7.9 Nadia's Book Bins
Figure 7.10 Veronica's Unit Labels
Figure 7.11 Veronica's Unit Storage
Figure 7.12 Lindsey's Clipboard—With Lesson Plans
Figure 7.13 Lindsey's Clipboard—With Academic Observation Charts
Chapter 8
Figure 8.1 Jesse's Inbox: Before & After
Figure 8.2 Folders for Instructional Emails
Figure 8.3 Arthur Ashe's Communication Norms
Figure 8.4 Example Effective Email
Chapter 9
Figure 9.1 Nadia's Daily Schedule for Students
Figure 9.2 Jessica's Virtual Learning Daily Schedule
Figure 9.3 Julia's Algebra I Syllabus
Figure 9.4 Kate's Physics Syllabus
Figure 9.5 Beaver County Day School's Posted Assignments
Figure 9.6 Student View of Google Classroom
Figure 9.7 Student Planner at Great Oaks Charter School
Figure 9.8 Student Planner at Valence College Prep
Figure 9.9 Gem College Prep's Student Weekly Worksheet
Figure 9.10 Gem College Prep's Student Digital Planner
Figure 9.11 Christopher's Daily Worksheet
Figure 9.12 MJ's To‐Do List
Figure 9.13 Brayden's Assignments in Google Classroom
Figure 9.14 Kevin (left) and Dan (right) Set Expectations for Student Desks...
Figure 9.15 Under‐Desk Storage at Valence College Prep
Figure 9.16 Seat Sacks at AF Brownsville
Figure 9.17 Leah's Take‐Home Folder for Students
Figure 9.18 Brent's Binder Expectations for Students
Figure 9.19 Michelle's Binder Expectations for Students
Figure 9.20 Table of Contents from Cassidy's Student Notebooks
Figure 9.21 Cassidy's Bulletin Board
Figure 9.22 Dan's Planner Expectations: Before Students Leave
Figure 9.23 Dan's Planner Expectations: After Students Complete Homework
Figure 9.24 Crescent City Schools' International Binder Week
Figure 9.25 The Binder Fairy at Crescent City Schools
Figure 9.26 Cassidy's Missing Work Crate
Chapter 10
Figure 10.1 Melissa's Weekly Overview
Figure 10.2 Caroline's Monthly Plan
Figure 10.3 Eric's Year‐Long Plan
Figure 10.4 Sue's Lesson Planning Tote Bag
Figure 10.5 Jessica's Teacher Tubs
Chapter 11
Figure 11.1 Cloi's Volunteer Drawers
Figure 11.2 Student Work Files at Valence College Prep
Figure 11.3 Emily's Paper Storage
Figure 11.4 Jeff's Assessment—With Answer Key!
Figure 11.5 Homework Key at DC Prep
Figure 11.6 Nadia's Progress Monitoring Chart
Figure 11.7 Elisa's Student Mastery Tracker
Figure 11.8 Emily's Grade‐Level Objectives Tracker
Figure 11.9 Sue's Student Work Tote Bag
Figure 11.10 Lindsey's Student Goal Cards
Figure 11.11 Lindsey's Parent Contact Log
Chapter 12
Figure 12.1 Stephanie's Grade‐Level Meeting Agenda
Figure 12.2 Diana's Grade‐Level Meeting Agenda
Figure 12.3 Laura's Eighth‐Grade Meeting Agenda
Figure 12.4 Grace's IEP Meeting Prep List
Figure 12.5 Preparation Items Listed on Langston Hughes Academy Agenda
Figure 12.6 Meeting Notes Template
Figure 12.7 Kate's Grade‐Level Meeting Notes
Figure 12.8 Braxton's Unplanned Meeting Notes
Figure 12.9 Julie's PD Notes
Chapter 13
Figure 13.1 Project Plan Template
Figure 13.2 Project Plan Template in Google Sheets
Figure 13.3 Sample Talent Show Meeting Agenda
Figure 13.4 Sarah's Day Of Agenda
Guide
Cover Page
Table of Contents
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Praise for The Together Teacher
“Over the years, I've seen Maia's work transform the lives of hundreds of teachers and leaders. Maia is a teacher at heart and gets that a teacher has to give thought to hundreds of considerations over the course of the day. She helps us feel prepared, centered, and Together so that we can show up as our best selves for students.”
Chong‐Hao Fu, CEO, Leading Educators
“Our job as leaders is to support our teachers to become superb educators so they can be at their best for our students and families. Too often we lose teachers with great potential because they become overwhelmed by the amount of information coming at them, that is, emails, texts, phone calls, student work, daily and weekly team meetings, and PD sessions. The Together Teacher provides the tools needed to equip teachers with specific strategies to process all that information and free up their minds to focus on honing their craft. We appreciate the tools provided and the humor and compassion that exudes from Maia, as it leads to all of us believing that being organized and being Together is 'cool' and something we all want to do.”
Kate Mehok, cofounder and CEO, Crescent City Schools
“Twenty years ago, I entered the teaching profession with good intentions and lots of enthusiasm. However, the impact I made was minimal because I lacked strong systems for managing all of my responsibilities. After implementing the strategies from The Together Teacher, I was able to stay on top of my daily priorities, utilize my calendar in a powerful way, and tame the email beast—and become a high‐performing teacher. I'm a principal now, and I use The Together Teacher with my staff to help them plan ahead, get organized, and save time. The Together Teacher is one of the most transformative texts I've ever read as an educator.”
Eric Newcomer, principal, YES Prep Northbrook Middle School
“Through The Together Teacher, Maia leads you on a journey of self‐reflection to create personalized organizational systems that work for your priorities and personality. In becoming a Together teacher, I began to use my two most finite resources – time and energy – more strategically, becoming a happier and more balanced person in my life both in and out of the classroom.”
Greta Gartman, elementary teacher, South Portland Schools, Maine
“Maia understands the reality of teacher life. Her work supports teachers across all grade levels and settings to ensure they have a clear, prioritized plan for their massive workload and laundry bag. Maia builds on her previous work and offers us new insights as we shift to a more tech‐driven school environment. This book is required reading for school leaders looking to create healthy and sustainable working conditions for their staff.”
Shawn Mangar, principal, Baychester Middle School
“I am SO thankful for being introduced to The Together Teacher during my first year of teaching. Maia's simple, efficient, and effective techniques saved me from many potential meltdowns! Now, six years later, I still think about these Together tips all the time. These techniques help me spend less time feeling overwhelmed and more time actually educating!”
Julia Ziac, STEM educator
THE TOGETHER TEACHER
Plan Ahead, Get Organized, and Save Time!
Maia Heyck-MerlinMarin SmithMaggie G. Sorby
Foreword by Ann Blakeney Clark
Second Edition
Copyright © 2021 by Maia Heyck‐Merlin. All rights reserved.
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ISBN 9781119542599 (paperback)ISBN 9781119542605 (epdf)ISBN 9781119542643 (epub)
Cover Design: Paul McCarthyCover Art: © Getty Images / RLT ImagesAuthor Photo: © Courtesy of the Author
SECOND EDITION
To the Together Team (you know who you are)
FOREWORD
Before you turn to the opening chapter of The Together Teacher, I invite each reader to think about the students who show up at your classroom door each morning. Imagine how those students would describe you. Would your students describe you as the teacher who consistently comes up a handout short or the teacher who has a handout placed on each student's desk before class begins? Regardless of where you fall on the continuum of un‐Together or Together Teacher, Maia Heyck‐Merlin brings her own classroom experiences as an amazing teacher to her readers and creates multiple trailheads for your Together journey.
The Together Teacher, however, is not just for teachers. As a former principal and school district superintendent, I have had the chance to visit many teacher classrooms over a 35‐year career and see many incredible Together teachers still on the Together journey to hone their teaching practice. I have also visited classrooms of teachers just beginning their Togetherness journey. I have seen firsthand the extraordinary impact of Maia's work with teachers, assistant principals, principals and district office leaders. When I first met Maia, I felt I was well down the trail of Togetherness but was able to add many additional tools, systems, protocols and working habits to my leadership roadmap. I quickly learned that a culture of Togetherness in classrooms, schools and district offices can be transformational for a school district.
Imagine the experience of students across our nation if every principal handed each teacher hired a copy of The Together Teacher. Our students arrive in our classrooms each day with their own degree of un‐Togetherness and Togetherness. These students deserve and need a teacher who tightly plans, utilizes tools and systems with discipline and consistency, declutters the learning space and avoids the reputation as the discombobulated teacher. The degree of commitment a teacher has to Togetherness will frequently impact the level of learning a student is able to experience. As educators we owe it to our students to make each precious teaching and learning moment count.
The teaching profession is challenging, complex and fast paced. The peaks and valleys allow little time for rest and rejuvenation. My wish for every teacher is the opportunity to take a slight detour on your teaching journey to read The Together Teacher. Give yourself permission to pause and take stock of your tools, structures, systems, routines, and protocols. I am confident when you rejoin the trail you will be better prepared, energized and Together! Then share a copy of The Together Teacher with a teaching colleague, student teacher or mentor so that more and more students arrive at classrooms each day with a Together teacher. Let the journey begin…
Ann Blakeney ClarkExecutive Leadership Coachformer Superintendent of Charlotte‐Mecklenburg Public Schools
Introduction
Let’s first picture the not‐together teacher. This may be you on some days; I know it was certainly me. You race into the school parking lot, mug of coffee in hand (but lunch forgotten in the refrigerator at home) and backpack stuffed full of papers you intended to grade last night, but did not. As you sign in at the front office, stammer “hello” to the office staff, and walk quickly to your classroom (wait—why are there children in the building already?!), you realize you don’t have copies of the unit test you are giving that morning and the copier is jammed. It’s only 7:15 a.m. and you already feel overwhelmed.
Relate much? Then this book will help you plan ahead and work smarter so you are more prepared and less discombobulated. If this DOESN’T sound like you, this book will help you prioritize deeply and protect your time even more fiercely. No matter your entry point, this book will meet you where you are in your Togetherness journey.
The Together TeacherTM is the teacher who makes it look easy. You know, that person in your building who never scrambles to make copies at the last minute, has lessons planned a week or more in advance, turns progress reports in early, makes time for positive parent phone calls, conducts extra tutoring after school, and packs healthy homemade lunches. Don’t stress—this teacher wasn’t born that way. Countless routines, systems, and tools go into pulling off that level of Togetherness, and they are not achieved overnight. Throughout this book you will meet teachers with varying years of classroom experience, in multiple subjects and grade levels, who work in unique school environments. Some of them began their teaching career highly organized; others learned these skills on the job to deal with the demands of teaching. For some readers this book will affirm things you’re already doing and provide ideas for refining your systems and coaching newer teachers. For others it will serve as a “how‐to” guide on getting organized (enough) to be a great classroom teacher.
The Together Teachers I know execute their work with an incredible degree of intentionality. They rely on simple yet sophisticated systems that hold up under the complexity and fast pace of teaching. These systems require tremendous discipline, a little bit of time, and faith that planning and organization will actually free you up to focus on bigger, more fun, and more interesting things. To be clear, this is not a book that is going to tell you how to color‐code folders and make picture‐perfect charts. (Nor will it help you organize your closets at home!) It will not tell you precisely which planner or which app to use. I will help you cultivate routines that help you become organizedenoughto get results for your students and make your life more fun and less stressful.
PLANNING, ORGANIZATION, AND EFFICIENCY MATTER EVEN MORE FOR TEACHERS
As teachers, we face a unique set of challenges compared to the average professional. We have little to no discretionary time, stand on our feet most of the day, incur large amounts of take‐home work, deal with mandated technology systems as well as old‐fashioned paperwork, and manage constantly shifting schedules that allow for virtually no moments of concentration or focus. Let’s not even talk about our rapid shift to online instruction during the pandemic (which, at the time of revisions to this manuscript, was hitting us all in full force). To‐Dos come at us from a million different directions—email inboxes, phone messages, text messages, paper memos, and staff meetings.
Although the bulk of our role as teachers is to design and deliver outstanding instruction on a daily basis, there is a lot of other work that needs to be done in the background to ensure that those lessons are the best they can be. Given all of these demands, it is easy to understand how we may scramble to plan lessons, miss progress report deadlines, and hand back student essays two months after students turn them in!
Add to this complex set of responsibilities the additional duties involved in providing strong instruction—deeply analyzing student data, ensuring that lesson plans include high‐quality rigorous questions, and making time for one‐on‐one tutoring with struggling students, all of which takes extreme focus and planning—and pile on the emotional toll of breaking up a scuffle in the hallway, calming the upset parent of a perpetually tardy student, and comforting a kid who is trying to comprehend a death in the family—and you have a recipe for stressed and undoubtedly less effective teachers.
Many resources are available to help you set ambitious goals and get your students invested in school. There are a ton of tools that will help you with unit planning, lesson planning, and making the right assessments to determine content mastery. However, there are very few accounts of how outstanding teachers actually spend their limited free time, plan ahead, and organize their work and classrooms to arrive at strong outcomes. As someone who has been a teacher, recruited teachers, hired teachers, trained and evaluated teachers, and worked like heck to retain great teachers, I believe that being organized is an invaluable skill to possess in the most demanding and important profession there is. Teachers MUST rely on solid organization and planning skills to meet the needs of their students.
WHAT DO I MEAN BY “TOGETHER?”
Together can take on a whole host of meanings. To some teachers it means having neat filing systems that allow them to find the exact manipulatives for a place value lesson. To others it means always meeting deadlines for lesson plans or using time efficiently to get more done in fewer minutes. To yet another group it means having the perfect plan for a field trip. Regardless of how each one defines it, Together Teachers all demonstrate seven essential skills.
Prioritization.
This means you are focusing on the
right
things, not speeding through your day mindlessly checking any To‐Do off a list just to get it done. You’ve determined what matters most at school and at home and your schedule reflects those priorities. The bulk of your time goes to what is most important. A teacher who does not prioritize well may focus too heavily on the aesthetics of his or her classroom at the expense of effective lesson design.
Planning.
Planning well means you consistently look ahead to what is coming next and determine the steps you’ll take to get there, often pausing to write them down. A teacher who plans well looks ahead on his calendar, notices that progress reports are due in three weeks, and diligently writes three per evening.
Systems.
Organized teachers have a clear process and clear systems for all important classroom functions. For example, they have systems for collecting and handing back student work. Organized teachers can respond in 10 minutes when you ask to borrow a visual anchor from a poetry lesson a few weeks ago. Disorganized teachers often have desks buried in papers—and maybe a car trunk full of still more papers they meant to return to students. Laugh, but trust me, it happens.
Self‐Awareness.
The ability to
do
your work with intentionality is a clear sign of a Together Teacher. Sometimes teachers make a lot of lists yet fail to accomplish their stated tasks. Teachers who execute well are aware of their energy levels, accurately estimate how long things will take to complete, and know what steps to take to check items off their lists. They enjoy getting things done!
Efficiency.
Given the limited amount of discretionary time in a teacher’s day, efficiency matters a ton. You can save a lot of time by making all of your copies for the week at once instead of running to the copier a few times per day. Efficient teachers take little bits of time and maximize them to the fullest. They send positive messages for parents while walking to their cars, thereby freeing up their evenings for personal priorities.
Flexibility.
Flexibility is the forgotten part of Togetherness. The ability to adapt in the moment, respond to human needs, and switch gears when things go wrong is essential amid all of this planning. Too much Togetherness is a thing, people. We want to make the plans, even overplan, and then be ready to pivot as necessary to deal with emergencies, relationships, and crises. The era of COVID‐19 has made us all the more aware of this need for systems resilience.
Boundaries.
After conducting many interviews for the second edition of this book, we observed that our most Together Teachers all set clear boundaries for themselves—professionally and personally. These boundaries were not set arbitrarily but rather rooted deep in their values. It wasn’t a matter of them just saying “no” to particular activities but rather constantly weighing trade‐offs.
As teachers, we need to develop habits in all of these areas in order to be “Together.” Here’s why: If you are a person who loves organizing and making lists but you never refer to them, you will accomplish little. If you spend all of your time fiddling with perfect color‐coded file folders that have every lesson categorized by day, but you don’t use them efficiently, you will not move forward. Together Teachers take a balanced approach and hone each of the skills in this list in order to become their maximally Together selves.
WHY THIS MATTERS TO ME
When I started teaching fourth grade over two decades ago, I consistently worked 80 or 90 hours per week. In a last‐ditch attempt at self‐preservation, I read a ton about how professionals with tremendous volumes of work and lots of people to answer to managed their jobs. Although I found some strong resources to help me “get things done,” “put in the big rocks first,” and “not check email in the morning” (David Allen, Steven Covey, and Julie Morgenstern, to name a few of my favorite resources), nothing totally fit into my daily teaching life—the one during which I was consistently on my feet, had my precious planning time eaten up by student issues, was rarely in front of a computer, struggled to understand the announcements made over the garbled intercom, and dealt with more pieces of paper than I knew what to do with. There are some amazing resources out there in the vast field of productivity and time management, and more tools are made available each and every day online. The challenge, however, is that none truly address teaching, a unique profession that varies so greatly depending on how our schools function, what technology we are issued, and what expectations are set for our roles.
And very honestly, none of the existing materials addressed jobs as complex as mine was. I was responsible for 60 students (three sections of writing), communicating with the families of all of those students, and a fourth‐grade teaching team. I received feedback from a literacy coach and homework from my own graduate classes; handled papers to collect, papers to grade, papers to return, papers to be filed, and professional development resources to be used now and later; and I needed an inordinate amount of stuff in my classroom. I spent a lot of money at office supply stores trying to find the perfect planner for teachers but was annoyed when I couldn’t customize the templates that accompanied them. I put together a huge binder with tabs for every aspect of teaching, but it got too heavy to lug around school all day. I bought a PalmPilot with a nifty stylus pen (remember those?!) and started keeping an electronic calendar, but I couldn’t find a way to enter stuff fast enough during the teaching day. I tried black‐and‐white composition books, graph paper, and Action Pads. Nothing could keep up with the pace and volume of my job teaching fourth grade.
In the meantime, I was slowly learning to teach, taking graduate classes, and picking up more responsibilities, such as tutoring my students on Saturdays. I quickly realized that fumbling for the right overhead transparency (ahem, #1999) or flipping through stacks of papers to locate copies for that day’s lesson resulted in lost instructional time for my students and was an open invitation for them to misbehave. If I wasn’t sure when my progress reports were due or when an important assembly was scheduled, I would enter the day unprepared and then become incredibly stressed when someone would remind me. I lost credibility when I gave a warning for talking out in class or told a student, “Great work on your spelling test! I am going to make a positive phone call to your parents tonight,” and promptly forgot. When I spent too much time chatting with Mrs. Russell during a prep period, it meant I had yet another hour of work to take home. The only way I could survive was to be incredibly organized and super‐efficient, and to plan as far ahead as possible in order to deal with the unexpected stuff, good and bad, that inevitably comes up in school environments.
After I stopped teaching, I was fortunate to spend a decade working in two other high‐performing, disciplined environments—Teach For America and Achievement First. At TFA, many of us used a “Weekly Action Plan” to stay organized for the week, but we often found it was too short term a view of our work and duplicative of our electronic systems. At Achievement First, many teachers tried to use the Outlook tools but found it hard to organize their work in an exclusively electronic way while teaching. There had to be some way to take practices experts recommended, what I had observed my talented colleagues try, and what I had experimented with myself, and make it work for teachers!
I was fortunate that Achievement First, and then Relay Graduate School of Education, provided me with an informal research lab to develop approaches that would meet the demands and needs of teachers. Slowly, and with much trial and error, I eventually landed on the set of tools you’ll find in the first half of this book. Over time, I learned there was no single system that all teachers could rely on to become magically more organized. What’s more, individual teachers (and all people) have different work habits, particular affinities for paper versus digital systems, varied teaching loads, and different personal obligations and dreams. So, although there is no silver bullet, there is a practical set of tools, habits, and skills that can make teachers increasingly effective—and help them eradicate the perpetual feeling of being underwater and behind. And so was born the concept of The Together Teacher.
This book will not only teach you those critical organization skills but also provide you with tools, samples, and templates to support them. Throughout this book I feature many teachers at different stages in their careers, from a brand‐new elementary teacher to an English teacher with twenty‐plus years of experience. Some of the teachers I met once or twice in workshops or came to know through single thought‐provoking conversations. Others I have had long‐standing relationships with and know every detail of their lives. No matter how long you’ve taught, these Together Teachers will help you become a stronger and more organized planner.
HOW THIS BOOK IS ARRANGED
As we enter our second decade of delivering Together Teacher Trainings, we’ve updated our thinking and reorganized the second edition of the book in several different ways.
Because Togetherness is a journey—not a destination—we thought a better road map to implementation would make it feel less daunting. Hence, the
Twelve Months to Togetherness
concept. I begin with the tools that will have the most positive impact, and I encourage you to introduce just one new thing a month—and to evaluate if you even need it as you go along.
Look out for specific callouts for certain readers, like new teachers, teacher‐leaders, or specials teachers. By no means does this book include callouts for every single variety of teacher out there, but there are some groups with special needs or challenges we’ve tried to highlight.
At the start of many chapters, you’ll notice rubrics to assess where you are with each tool, as well as suggestions for differentiated starting points depending on the results of your assessment. You will also find end‐of‐chapter follow‐up and practice activities.
We’ve included new chapters about planning, grading, communications, Student Togetherness, and event planning.
All online materials mentioned can now be found at
http://www.wiley.com/go/togetherteacher
. No more CDs to fiddle with!
This book is designed to help you deliver better results for your students and to make your important work more sustainable. I also share tips on how to adapt the tools to meet your particular work style and preferences. Most teachers build their own Together Teacher Systems as they read, starting with how to manage time, To‐Dos, thoughts, and notes—and moving into how to juggle email, organize space, and deal with papers.
We have organized this text into the following five sections:
Introduction You are in it!
Part One: Together Your Time
Time is a finite resource. It is all too common for our ideas, ambitions, and deadlines to come into conflict with the limited amount of time that life realistically allows. In the chapters in this initial section, I help you create your Ideal Week Template, track your time, and figure out how best to use the hours we all have in any given week. We’ll use four practical tools to manage your time, track your To‐Dos, and capture your thoughts and brainstorms.
Part Two: Together Your Space, Stuff, and Students
Now that our time is all set, we move into our space. For many of us, working from home was foisted upon us during the COVID‐19 years; some of us loved it, but many of us didn’t. Regardless, we’ll zoom in here on our workspace, communications, and Student Togetherness.
Part Three: Together Your Teaching
Now we turn to the external environment. Emails, papers, classroom supplies, and student backpacks can bring either calm or chaos into our classrooms. In these chapters I share ways Together Teachers set up expectations and routines for themselves and their classrooms.
Part Four: Together Your Team
In this section, we navigate team planning and meetings, school‐based events, and extracurricular activities (Science fairs! Spelling bees!).
Conclusion
In the book’s final section, we’ll test how your organization system will hold up under the stresses of daily teaching life and discuss ways to slowly implement the tools and habits introduced throughout the book.
Do I subscribe to a particular system, tool, or school of thought? Although I have opinions about EVERYTHING, I care most that your system is effective for you, and I’m indifferent about the exact tools you use to get there. I’m not here to force you to part with your paper planner or make you switch to an entirely electronic system. I promise to help you create and customize your OWN personal organization system.
FAQ: SHOULD MY TOGETHER TEACHER SYSTEM BE PAPER BASED OR ELECTRONIC?
Oh, the great debate! Paper versus Technology! Too much information is still kept in dusty file cabinets, there are still too many students who turn in handwritten five‐paragraph essays, and in most family meetings it would still not be culturally acceptable to position your laptop between you and your students’ parents. Increasingly, however, teachers are relying on iPads, notebook computers, Androids, and other gadgets to stay organized. Throughout the book and on my website (updated regularly through my blog), I recommend many helpful tech tools.
HOW TO USE THIS BOOK
You can read this book individually in one fell swoop (there are jokes! Fun! Encouragement), read a chapter per month, or just target the areas you need as you need them. Regardless of how you choose to read the book, you will want to engage with the content as you go. Below, we have outlined a few ways to interact along the way!
Follow these steps to create your own complete personal organization system:
Choose your Together Teacher System.
It could be a small binder, a beloved planner, a notebook with sections, a clipboard, a discbound notebook, or a tablet.
Use the Reader Reflection Guide.
Visit the Wiley website and download the free
Together Teacher Reader Reflection Guide
, which contains the learning objectives, reflection questions, key summaries, and next steps for each chapter. As you read, keep the Reader Reflection Guide by your side and make notes about each chapter. You can answer the reflection questions, reflect on your own habits, and select the tools that best match your needs and preferences.
Check out other resources on the website.
It is full of Together Teacher sample templates for you to personalize, and other great resources. This process is really about customizing your own personal organization system, so I encourage you to start testing the templates and adapting them to meet your own specific needs.
Explore the other resources on our own website,
www.thetogethergroup.com
. You can also find us on Facebook at The Together Group, and on Instagram as @together_teacher.
Materials to Have on Hand as You Read
A writing tool and the Reader Reflection Guide
Access to the Internet to check out our Together templates on the Wiley website
Any current organizational tools you already use, such as planners, notebooks, Post‐its, etc. Gather ’em all up! If you are beginning your Togetherness journey from scratch, you may want to grab a binder or some place to organize your various tools.
A computer or laptop if you are more digitally inclined or your school uses a digital calendar
Any pieces of paper you are lugging around with you in any folders
If you are so inclined, Post‐it Notes, washi tape, and all the Flair pens in the world
And before we jump into all of the things, I want to pause and ask you why are you here? What will Togetherness GET you? No one needs to be organized just to be organized. Togetherness has to serve a larger purpose. Which leads me to ask you, What is your Togetherness intention?
Take a moment, a yoga‐class moment if you will, and consider your Togetherness intention. In the examples provided, you will see the words “Balance,” “Cheer,” and “Ready.” These teachers believed Togetherness would help them achieve these things. So, go deep with me here.
PS Your intentions can change over various seasons of your life!
Like trying to live a healthier lifestyle (and isn’t that on everyone’s New Year’s resolution list?!), getting organized is a process. No one arrives after just reading one book. You will find that some habits are easier to adopt than others and that some days we slip and rely on our old Post‐it Note habits and on others we go on strict efficiency frenzies. Being organized is a learned skill, and, as with any other skill, takes time to become a habit. Throughout this book you will hear from teachers who have balanced their lives while remaining effective instructors; they’ve have paced their work to be sustainable for the long term.
I look forward to joining you on our journey. Let’s begin with some vision‐questing: Designing Your Ideal Week.
PART 1Together Your Time
CHAPTER 1Create an Ideal Week—And Build in That Self‐Care!
As dedicated teachers we will always work long hours, but it can get easier. If you're intentional about how you use your time each week, more minutes will materialize. It may sound bananas, but as someone who taught and who has worked with thousands of teachers—from the most novice to the most experienced—I know it is possible to balance the professional with the personal. There are teachers who plan and execute awesome lessons and find time to train for a marathon. It requires discipline and diligence—and may not feel natural at first—but it will increase your effectiveness and make your life easier. I promise.
It's easy to fall back on available excuses: “My day is just planned for me by someone else,” and “I have no free moments for the entire day.” This is true: for the most part our days are dictated by others' demands. That said, there are large chunks of time (before and after school, during preparation periods and hallway transitions) when all of the other work outside of executing excellent lessons can get done. As Nilda V., a middle school English teacher, says, “There are a lot of distractions to the main 90% of my job—which is to design and execute excellent instruction every day. The massive amount of information that comes my way can easily take my eye off the main goal, and anything that can streamline [my work] can only help kids.” We assume professionals know how to plan ahead, get organized, and sort through the daily deluge. And we assume that some people are born magically organized and that it's a lost cause for others. I'm here to tell you that organization is a learned skill that can fundamentally help you focus on the main 90% of your job that Nilda mentions.
In this chapter, you will self‐reflect on your current organization systems, design an Ideal Week, and create a Self‐Care Plan. This chapter is deliberately designed to be reflective and visionary. I promise the nitty‐gritty stuff is right around the bend.
COMPONENTS OF A GREAT TOGETHER TEACHER SYSTEM
Now that you have a clear view of your strengths and growth areas, let's consider how
